MEP: Demonstration Project Teacher Support Y9A

UNIT 7 Transformations Teaching Notes

Historical Background and Introduction

The 'traditional' approach to geometry, which predominated all school geometry up to the 1960s, was
based essentially on Euclid's 'Elements', written about 300 BC. Euclid's theorems were based on five
assumptions or postulates:

1. For every point P, and for every point Q not equal to P, there exists a
unique line, l, which passes through P and Q.
2. For every segment AB and for every segment CD there
exists a unique point E such that B is between A and E and segment CD
is congruent to segment BE.
3. For every point O and every point A not equal to O, there exists a circle
with Centre O and radius OA.
4. All right angles are equal to each other.
5. If a straight line falls on two other straight lines
to make the interior angles on the same side

less than two right angles, then the two lines, if Sum of angles > 180

produced indefinitely, meet on that side on
which the angles are less than the two right
angles.

(See: Euclidean and Non-Euclidean Geometries by M. J. Greenberg (Freeman) ISBN: 0 7167 1103 6)

The basic tools were congruent triangles and parallel lines and the subject matter mainly concerned
triangles, parallelograms and circles
and their properties.

However, the German mathematician, Felix Klein (18491925), in his inaugural lecture as Professor of
Mathematics at the University of Enlanger, gave a description of geometry as:
those properties of figures in space which remain
unchanged under some fixed group of transformations.
This influential address led directly to the Erlanger Programme, which has changed radically the style
of geometry taught in schools today. It led to a shift in emphasis away from congruence as the
fundamental idea.
(See: The Mathematics Curriculum: Geometry by W.W. Willson (Blackie) ISBN: 0 216 90337 8)

To say that two plane figures are congruent means that one can be
moved to fit exactly onto the other. Klein's approach would be to
view this as a translation and (possible) rotation. For example, A
and B as shown opposite are congruent but one shape can be A B

obtained from the other by a translation, followed by a rotation or,

indeed, by a single rotation about the centre of rotation as shown.
Centre of Rotation

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UNIT 7 Transformations Teaching Notes

As another example, consider a parallelogram ABCD, as shown

opposite. The triangles ABC and CDA are congruent. You can prove D C
this either by SAS or SSS in the traditional way. Klein geometry, O
though, would consider rotating ADC through 180 about the
midpoint, O, of the line AD and, in so doing, show that the triangle
A B
ADC fits exactly onto ABC. This is essentially the same mathematics
but by a very different approach.

Also the traditional work on similarity can, in Klein geometry, be

1
thought of as an enlargement with different scale factors (2 or
2
shown opposite).
Centre of
Enlargement

Some people may feel that geometry managed very well for more than 2000 years without
transformations and that the introduction of transformation geometry is just a fad but there are strong
reasons for the use of transformations in school geometry.
One reason is that rotation, reflection, etc. can be introduced in a practical way and so should be more
accessible to some pupils than the more theoretical traditional geometry. Another reason is that this
geometry is, in fact, fundamental to future work, when the use of vectors becomes an integral part. It
should also be noted that this approach does still provide logical and powerful analysis, although it is
rather different in nature to that of traditional geometry.

This unit first revises shapes and then deals with the following transformations:
translations
enlargements
reflections
rotation

finally dealing with combinations of these transfromations.

Routes Standard Academic Express

7.1 Shapes ()

7.2 Translations ()
7.3 Enlargements ()
7.4 Reflections
7.5 Rotations ()
7.6 Combining Transformations ()

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UNIT 7 Transformations Teaching Notes

Language Standard Academic Express

Translation
Vector
Enlargement
Scale factor
Centre of enlargement
Reflection
Mirror line
Rotation
Centre of rotation ()

Misconceptions
pupils need to realise that the mirror line for a reflection does not need to be vertical or
horizontal
rotations are not always about the origin - they can be about any point

the direction, 'clockwise' or 'anticlockwise', for a rotation, must be stated (but note that 180
clockwise is, in fact, the same as 180 anticlockwise)

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